Put on ankle-foot orthoses and shoes
When to use this goal
For students who wear ankle-foot orthoses (braces) or other orthotics for walking and need an adult to put them on after PE, swimming or a nurse check. A task analysis of the student's own braces decides fit.
- Baseline
- Score the six steps after PE on three days, and check the result with the PT; a heel not seated fully is the most common error. Note any step blocked by reach or balance, such as bending to the foot.
- Tips
- Managing their own braces lets older students change for PE with peers and with privacy. Sit on a bench or chair with good support. The last step builds the habit of reporting pain or red marks.
- Limits
- Wear schedules and skin checks come from the medical team and nurse. Braces that no longer fit cause problems no skill can fix; report them. The goal does not cover walking with the braces.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-029.
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Goal
By the annual IEP review date, after changing for PE or after swimming, the student will put on both orthoses and shoes following the brace steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Functional Mobility.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Motor & Sensory Skills (OT, PT & Adapted PE) - Functional Mobility
- Baseline
- 2 of 6 steps independently.
- Annual goal284 characters
- By the annual IEP review date, after changing for PE or after swimming, the student will put on both orthoses and shoes following the brace steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
- Timeframe
- By the annual IEP review date
- Condition
- After changing for PE or after swimming
- Behavior
- The student will put on both orthoses and shoes following the brace steps
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- On each PE or swim day
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- on each PE or swim day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after changing for PE or after swimming, the student will put on both orthoses and shoes following the brace steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected on each PE or swim day.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Put on smooth socks with no wrinkles | ||||||||
| 2. Place the heel fully back in the orthosis | ||||||||
| 3. Fasten the ankle strap first | ||||||||
| 4. Fasten the remaining straps | ||||||||
| 5. Put on the shoe and fasten it | ||||||||
| 6. Stand and check for pressure or pain and tell an adult if it hurts | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.